A growing body of research shows that having access to teachers of color benefits all students--and can be particularly transformative for students of color. Yet, only 20% of teachers in the U.S. are teachers of color. Moreover, the lack of diversity of the teacher workforce relative to the student population is one of the key drivers of inequity in education, even as states and districts continue to invest in strategies to increase the racial diversity of their workforces. One underutilized strategy for increasing the racial diversity of the teacher workforce is to recruit and prepare those who have experience working in afterschool or out-of-school time (OST) programs to enter the teaching profession. The afterschool/OST staff population is racially and ethnically diverse and has the meaningful experiences, e.g., leading groups of young people, and the commitment to support students and families in local communities across the country. This report examines the experiences of current and former teacher candidates of color with afterschool or OST experience to provide insights into how teacher preparation programs and state policymakers can create the right programmatic experiences and conditions to recruit after-school/OST staff into the teaching profession and prepare them for success. The report specifically focuses on the experiences of candidates in what are considered non-traditional preparation pathways, such as teacher residencies and Grow Your Own programs. These programs tend to attract and retain a more diverse pool of teachers, with deeper connections to local school communities than traditional teacher education pathways.